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This publication presents summary information about women who undertook publicly-funded vocational education and training in Australia in 1996. The information is based on data collected under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS).

Related publications are: Australian vocational education and training statistics 1997: at a glance (TD/TNC 54.05); Australian vocational education and training statistics 1997: in detail (TD/TNC 54.09); Australian vocational education and training statistics 1997: financial data (TD/TNC 54.31); Australian vocational education and training statistics 1996: young people at a glance (TD/TNC 54.04); and Australian vocational education and training statistics 1997: an overview (TD/TNC 54.06). Show less

The Standing References Committee on Education, Employment and Workplace Relations [sought] submissions for the inquiry into Industry Skills Councils. The Committee [was] particularly interested in matters outlined in the terms of reference including related matters believed to be relevant. [This submission is] the National Centre for Vocational Education Research (NCVER) response to this inquiry with matters believed to be relevant to this inquiry, highlighting key messages from evidence based research on the importance of Industry Skills Councils particularly in the area of development and continuous improvement of training packages.

Edited excerpt from publication. Show less

This technical report describes the 24 derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. The variables fall into the categories education, employment and social, and help to simplify the complexity of the LSAY data by providing useful indicators for analysis. To help LSAY data users understand and make effective use of these variables, this report provides descriptions, formats, and additional notes for each variable. Information for the derived variables developed for the 1998, 2003 and 2006 commencing cohorts is presented. The SAS syntax used to derived these variables will be available in the accompanying technical documents for each respective cohort. This report should be considered in conjunction with the LSAY user guides. Details about updates made to the LSAY data files and derived variables are also contained within the appendix of those user guides. Show less

This report contains the result for South Australia from the 1997 Technical and Further Education (TAFE) Graduate Destination Survey (GDS), conducted by Reark Research on behalf of the National Centre for Vocational Education Research (NCVER) for the National Advisory Committee on Vocational Education and Training Statistics (NACVETS). The survey was funded by the Australian National Training Authority (ANTA).

Nationally the survey involved sending a questionnaire to all graduates (110,409) at a State-funded TAFE institute in Australia in 1996 who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma or Advanced Diploma of at least 200 hours or one semester in duration and had an Australian address as their usual address. A total of 60,746 graduates responded, a national response rate of 55.0 per cent. Of the total number of graduates, 9592 were from South Australia, and 5180 responded, a response rate of 54.0 per cent.

The aim of the 1997 GDS was to measure vocational education and training (VET) graduates' employment, further study destinations and opinions of courses completed.

A detailed description of the 1997 survey methodology, a glossary and fieldwork materials (including the questionnaire) are contained as appendices to this report. Show less

This research explores the potential for developing instruments that assess and acknowledge the wider benefits of learning for adults participating in non-accredited community adult language, literacy and numeracy programs. The research comprised three stages: (1) a review of national and international research; (2) a number of potential assessment instruments that could be used to assess and acknowledge the outcomes of learners in non-accredited adult language, literacy and numeracy programs were identified; and (3) the selected instruments were trialled and evaluated in the field at the partner sites. The instruments tested in the study take account of the diversity of learner needs and motivations. The study found that a range of instruments and approaches would probably be required to assess and acknowledge learning outcomes that are specific to particular learners or cohorts of learners. It highlighted that these assessment methods can bring benefits both to the learner and the tutor, especially when they are completed jointly in ways that inform learning plans and aim at building self-confidence. Show less

This publication contains a selection of statistics on persons undertaking vocational training through contract of training arrangements (apprenticeships and traineeships). Current trends are highlighted and descriptive analysis on selected topics relating to contract of training is provided. The period reported here is April to June 2000. Show less

This publication focuses on the publicly-funded vocational education and training (VET) system in South Australia, seeking to provide an overview of its students, and its outputs and outcomes for 1997. The information presented here is drawn from a variety of sources including: population and labour force statistics as prepared by the Australian Bureau of Statistics (ABS); the national collection of data from VET providers, the national collection of apprentice and trainee data, and the national collection of VET financial data; and the 1998 Graduate Destination Survey and the 1997 Employer Satisfaction Survey. Show less

In this interview, Steve Davis talks with researcher Mike Dockery about his report on 'Education and happiness in the school-to-work transition'. Using data from the Longitudinal Surveys of Australian Youth (LSAY), this report examines the relationship between education and happiness. The report finds that undertaking vocational qualifications such as an apprenticeship has a positive impact on happiness both during the training period and after completion. For university graduates, however, happiness declines following completion of their study. Show less

This document offers an updated version of the nationally consistent standard for the collection, reporting and analysis of publicly funded vocational education and training (VET) information throughout Australia. It forms part of the Australian Vocational Education and Training Management Information and Statistical Standard (AVETMISS). The standards have been developed and refined over a number of years through consultations with major stakeholders. Data collections made under the standards will be used as the basis for reporting the key performance measures for the VET sector approved by the relevant Commonwealth, state and territory ministers. Data are collected for: state and territory training authorities, including any public funding for VET ‘onforwarded’ by these authorities to universities, schools, private providers, industry and community providers, rural colleges; TAFE institutes and colleges; DEEWR training activity; VET entities which are 100% controlled by state and territory training authorities or TAFE institutes and colleges; VET activities appropriated as VET and funded by a government department separate from the state/territory training authority; and public funded adult and community education (ACE) activities. The document incorporates fove main sections. Section one provides an introduction to the standard for VET financial data and the national financial data collection. Section two details the financial statements and definitions. Section three details the collection guidelines. Section four details the audit of key data elements. Section five details the collection arrangements. Show less

‘Insight’ is a quarterly newsletter published by the National Centre for Vocational Education Research (NCVER) to provide news and information on vocational education and training (VET) research and statistics. The articles in this issue are: Australian apprenticeships: facts, fiction and future; VET promotes job opportunities; Enabling courses produce positive outcomes; Apprenticeships: a problem of perception?; On-the-job traineeships: skills for life and work; Overseas students in Australian VET: what do we know about them?; Skill gap needs to be filled in rural Australia; Workplace trainers have a critical role; New UNESCO regional centre of excellence; Differences emerge in non-completers of school; What’s happening on the NCVER website. These brief articles provide information about recent projects and new and forthcoming publications. Where documents are available online, URLs are provided and all reports are indexed in the VOCED database once they are published. Show less